Clinical Practice Evaluation 2 SPD 590

CLINICAL PRACTICE EVALUATION 2S
Danielle Flores 20470557

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Master of Education in Special Education

PROGRAM: _________________________________________________________________________________________________________________________
SPD-590 9/5/2019 12/18/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Discovery Alternative High School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Washington
SCHOOL STATE: ___________________________________
Nora Gregersen
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Shelly Poss
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 90.16 points 90.16 %
25 2,500.00 2254 100
0
0
0
0
0
0
0 0 0 0 0 0 0 0 100 0 0
100
0 0 0 0 0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 95 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 90
student growth and development. 1.00
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 95 1.00
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies
for making content accessible to English language students and for evaluating and supporting their 90 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 97 1.00
differences or needs.
Evidence


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 85 1.00
allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
95
1.00
environment.
Evidence


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 93 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 85 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 95 1.00
content area.
Evidence


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 95 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 93 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 85
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 80 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make
appropriate modifications in assessments or testing conditions especially for students with disabilities and 85 1
language learning needs.
Evidence


evaluations)
teaching. teaching.
Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 93 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 90 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 85 1.00
knowledge, and student interest.
Evidence


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 93 1.00
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, 85 1.00
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
93
1.00
and helping students to question).
Evidence


evaluations)
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score No Evidence

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 90
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 85 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 87 1.00
learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 95 1.00
enact system change.
Evidence

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 93 1.00
Evidence

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

90.16 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty Supervisor and
Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Shelly Poss
Shelly Poss (Oct 27, 2019) Oct 27, 2019
Clinical Practice Evaluation 2 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 2 focuses on the Interstate Teacher Assessment and Support Consortium (InTASC) standards.
Please consider how the teacher candidate has performed in relation to the following standards.
Standard 1: Student Development
1.1 Teacher candidates create developmentally appropriate instruction that takes into account individual students’
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2 Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student
growth and development.
Evidence:
Ms. Flores uses multiple modalities to teach content such as visual and auditory during discussions; incorporates
students’ interests when planning lessons. The discussion time with students demonstrates; and gave students a choice
of three projects to complete.
Unwind Short Project -Select one of the following short projects: Create a “Wanted” poster for Connor or Risa: Create
a poster that explains why Connor or Risa are wanted, what they did, a reward, and a drawing of what they look like.
This wanted sign would be posted all around the United States.
Create an advertising campaign for a harvest camp. You need to create a poster -your target audience is parents of
unruly teens. Your poster must contain the name of your harvest camp, why parents should pick your camp as well as
some visual representation of your camp.
Create a place where unwinds can go to live until the age of 18 safely. Create a poster of what this “village or town”
would look like, jobs that the unwinds would have and rules that they must follow to remain safe.
The Learning Target was written on the board. English: Create a visual representation from a given perspective. You
must embody the perspective you choose as evidenced by your final product.
According to her cooperating teacher Nora Gregersen, “Danielle is sensitive to the individual needs of each student in
each class. She is deliberate about brainstorming how to scaffold lessons to struggling learners and challenge kids who
are grasping material at a quicker pace. She communicates effectively with students and staff in a collaborative way. In
doing this, she helps all to feel involved in the process, which empowers students in their learning.”
Standard 2: Learning Differences
2.1 Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and
needs and create opportunities for students to demonstrate their learning in different ways.
2.2 Teacher candidates incorporate language development tools into planning and instruction, including strategies for
making content accessible to English language students and for evaluating and supporting their development of English
proficiency.
2.3 Teacher candidates access resources, supports, specialized assistance and services to meet particular learning
differences or needs.
Evidence:
Ms. Flores observes and monitors student learning patterns to determine what type of instructional strategies are most
effective.
Ms. Flores plans for students to listen, speak, read and write throughout lessons.
Ms. Flores provides visuals to help make connections by showing the movie trailer that is coming out based on the
book they are reading together and comparing it to what the students visualized when reading together.
Ms. Flores focuses on introducing academic vocabulary terms.
Ms. Flores reviewed the last chapter with students. Students added to the conversation with comments and
connections to the characters.
Ms. Flores read a chapter aloud stops to discuss character traits and plot points. During this time, students followed
along with their own books, asked questions, and make connections and comments with the text.
She is looking to see their understanding of what is happening in the book and their predictions of what is happening.
© 2018. Grand Canyon University. All Rights Reserved.
Vocabulary word wall from the book Unwind is displayed in the classroom: the words are written on the front with
definitions on the back. Ms. Flores explained the word wall as useful for discussions and while reading new chapters to
help students remember the terms from the book and build their written evidence when taking character notes.
According to her cooperating teacher Nora Gregersen, “Danielle has adapted responses from students who at first
glance, seem resistant to complete work. I have witnessed her meeting with students individually in order to get to
know them better and to allow them to explain where they are coming from. She has sat with students and developed
plans with them in order for them to be able to show what they know. We do not currently have any students who ar
Ell, but we do have kids who lack exposure to vocabulary, etc. She has designed word walls for the classroom in our
content areas. She helped our students access google voice, as his specific disability makes it difficult for him to type.
She went further and suggested he have headphones with a speaker so that he could transmit his words a a lower level
that would no disrupt the class, as this student was sensitive about disrupting the class.”
Standard 3: Learning Environments
3.1 Teacher candidates manage the learning environment to actively and equitably engage students by organizing,
allocating, and coordinating the resources of time, space, and students’ attention.
3.2 Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness
to the cultural backgrounds and differing perspectives students bring to the learning environment.
Evidence:
Ms. Flores incorporates discussion throughout lessons.

Ms. Flores uses hands-on materials such as technology.
Ms. Flores provides opportunities for students to share opinions, views, and ideas.
Ms. Flores facilitates differing perspectives among students and teaches tolerance
Ms. Flores reviewed the last chapter with students. Students added to the conversation with comments and connections
to the characters. She allows students to share their thoughts openly and guides the conversation towards the text
evidence. Ms. Flores also poses the opposition to their opinions to see if they can better reflect on their own
observations.
According to her cooperating teacher Nora Gregersen, “Danielle reads the room and the students well and works to
make sure that they all feel comfortable and safe in the learning environment. She makes subtle changes to the
changing needs of the students.”
Standard 4: Content Knowledge
4.1 Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts,
and make connections to students’ experiences.
4.2 Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance
for all students.
4.3 Teacher candidates create opportunities for students to learn, practice, and master academic language in their
content area.
Evidence:
Ms. Flores allocates time for individual brainstorming before teaching new content.
Ms. Flores utilizes technology such as a projector/LCD screen, document camera, iPods, tablets, computers,
or other electronic devices to enhance learning.
Ms. Flores utilizes books, articles, short videos, games, hands on activities, whiteboards or manipulatives.
Ms. Flores teaches content area vocabulary using explicit strategies such as word maps, vocabulary journals,
or graphic organizers.
Ms. Flores models correct usage of academic language.
Ms. Flores provides opportunities for students to listen, respond, and participate in activities that involve
academic language.
Ms. Flores gave students a choice of three projects to complete.
Unwind Short Project -Select one of the following short projects:
Create a “Wanted” poster for Connor or Risa: Create a poster that explains why Connor or Risa are wanted, what they
did, a reward, and a drawing of what they look like. This wanted sign would be posted all around the United States.
According to her cooperating teacher Nora Gregersen, “Danielle begins each class by asking kids to reflect on
past learning and connects to learning that will happen that day. She asks kids to make predictions on what
will happen in the novel we are reading and also challenges them to connect learning to heir daily lives.”
Standard 5: Application of Content
5.1 Teacher candidates engage students in applying content knowledge to real-world problems through the lens of
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2 Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their
understanding of local and global issues and create novel approaches to solving problems.
Evidence:
Ms. Flores reviewed the last chapter with students. Students added to the conversation with comments and connections
to the characters. She allows students to share their thoughts openly and guides the conversation towards the text
evidence. Ms. Flores also poses the opposition to their opinions to see if they can better reflect on their own
observations.
According to her cooperating teacher Nora Gregersen, “Danielle is not afraid to open up classroom discussions to talk
about sensitive and diverse issues and opinions. She challenges kids to think about a problem not just form their
perspective, but from the perspectives of others involved.”
Standard 6: Assessment
6.1 Teacher candidates design assessments that match learning objectives with assessment methods and minimize
sources of bias that can distort assessment results.
6.2 Teacher candidates work independently and collaboratively to examine test and other performance data to
understand each student’s progress and to guide planning.
6.3 Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate
modifications in assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence:
Ms. Flores assesses learning objectives in a variety of ways to ensure students fully understand the content.
Ms. Flores discusses student, class, and grade level data with her cooperating teacher to analyze learning and guide
planning.
Ms. Flores provides accommodations to students with disabilities as stated on their Individual Education Plans (IEPs).
Ms. Flores modifies assessments or testing conditions based on student need – including accommodations for
disabilities, language needs and/or different learning styles.
Flores gave students a choice of three projects to complete.

According to her cooperating teacher Nora Gregersen, “Danielle uses alternative forms of assessment of student
learning. She allows kids to show their learning in the way that will best accurately show what they really know and
understand. This takes more time, and out of the box thinking, but ultimately is best for kids.”
Standard 7: Planning for Instruction
7.1 Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2 Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to
demonstrate knowledge and skill.
7.3 Teacher candidates plan for instruction based on formative and summative assessment data, prior student
knowledge, and student interest.
Evidence:
Ms. Flores plans individual and group goals based on students’ ability levels.
Ms. Flores chooses appropriate strategies, accommodations, resources, and materials to help each student be successful
in meeting their learning goals.
Ms. Flores provides multiple ways for students to demonstrate learning.
Flores gave students a choice of three projects to complete.
According to her cooperating teacher Nora Gregersen, “Danielle reflect on lessons: What went well, what didn’t go as
planned, and how can we challenge kids in a way that is not threatening to them but also pushes them to dig deeper and
make important connections. Post reflection, she changes and adapts lessons as needed. She initiates conversations
about what is most important for kids to learn and how will she go about rolling the curriculum out in a meaningful
way.”
Standard 8: Instructional Strategies
8.1 Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in
relation to the content, purpose of instruction, and student needs.
8.2 Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret,
evaluate, and apply information.

8.3 Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student
understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, and helping students
to question).
Evidence:
Ms. Flores coaches students as they practice new skills by offering feedback.
Ms. Flores observes students practicing, presenting, or collaborating with others on new learning while also staying
visible and available to students
Ms. Flores models and instructs different learning skills throughout the lesson to promote engagement and learning
such as organization, critical reading strategies, note taking, planning and time management
Ms. Flores poses new questions throughout each part of the lesson to keep students curious and to promote deeper
thinking.
must embody the perspective you choose as evidenced by your final product. Ms. Flores reviewed the last chapter with
students. Students added to the conversation with comments and connections to the characters. Ms. Flores read a
chapter aloud stops to discuss character traits and plot points. During this time, students followed along with their own
books, asked questions, and make connections and comments with the text. She is looking to see their understanding of
what is happening in the book and their predictions of what is happening.
According to her cooperating teacher Nora Gregersen, “Danielle does a good job tapping into the kids strengths and
allowing them to ‘teach’ a certain problem to the class, (a big ego boost to the students) or to relay a specific experience
relevant to what is going on in the classroom/content and their personal reflection on it. She is encouraging to kids who
have really had many negative prior school experiences and can be reluctant to speak up and share.”
Standard 9: Professional Learning and Ethical Practice
9.1 Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic
observation, information about students, and research) to evaluate the outcomes of teaching and learning and to adapt
planning and practice.
9.2 Teacher candidates actively seek professional, community, and technological resources, within and outside the
school, as supports for analysis, reflection, and problem solving.
Evidence:
must embody the perspective you choose as evidenced by your final product. Ms. Flores reviewed the last chapter with
students. Students added to the conversation with comments and connections to the characters. Ms. Flores read a
chapter aloud stops to discuss character traits and plot points. During this time, students followed along with their own
books, asked questions, and make connections and comments with the text. She is looking to see their understanding of
what is happening in the book and their predictions of what is happening.
According to her cooperating teacher Nora Gregersen, “Danielle uses technology to help engage students but is also
cognizant of when she needs to strip everything down and simplify in order to help students succeed.
Standard 10: Leadership and Collaboration
10.1 Teacher candidates use technological tools and a variety of communication strategies to build local and global
learning communities that engage students, families, and colleagues.
10.2 Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact
system change.
Evidence:
Ms. Flores understands the needs of each student in the class and acts as an advocate when needed to make sure these
needs are met.
Ms. Flores finds appropriate learning styles for each individual learner.
Ms. Flores researches modifications and accommodations to help each student succeed.
Ms. Flores ensures students have the resources and opportunities to support learning.
Ms. Flores gave students a choice of three projects to complete.
According to her cooperating teacher Nora Gregersen, “Danielle asks for clarification and assistance when needed, and
prepares for each day with thoughtful reflection.”
Grand Canyon University: Impact on Student Learning
Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the Student
Teaching Evaluation of Performance (STEP) and other formative and summative assessments.
Evidence:
Ms. Flores has evidenced an understanding of impact on student learning based on her reflective discussion after the
second observation.

Clinical Practice Evaluation 2 SPD 590

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CLINICAL PRACTICE EVALUATION 2S

Danielle Flores 20470557

Master of Education in Special Education

SPD-590 9/5/2019 12/18/2019

Discovery Alternative High School

FOR COURSE INSTRUCTORS ONLY:

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Danielle Flores 20470557

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Danielle Flores 20470557

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Danielle Flores 20470557

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Ms. Flores incorporates discussion throughout lessons.

© 2018. Grand Canyon University. All Rights Reserved.

© 2018. Grand Canyon University. All Rights Reserved.

© 2018. Grand Canyon University. All Rights Reserved.

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